Standard 5: Assessment
- The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.
- The teacher can use different kinds of method to assess students' learning progress and development and then to modify or adjust lesson plan or to reteach if needed.
Goal:
- To evaluate if all students are able to apply their knowledge to new or real life situations which is from achievement* to proficiency**
Reflection:
** Proficiency: what students can DO with the language.
- Assessment, an integral part of instruction, indicates whether or not the goals of education are being reached. A good teacher should design and apply multiple methods of assessment to observe students’ learning progress and determine whether the teaching methods, teaching goals and assessment methods should be adjusted. My final goal is to make all students be able to apply their old knowledge to new or real life situations which is from achievement* to proficiency** . I have a weekly writing test and a reading & listening test (Youth Chinese Test) on Friday. The computer games I design, at least 3 new games per week, for students to play daily is also an informal assessment. Students may choose to play different games and when students get 100% correct on a game, they will move to play another game until they can get 100% correct on each games. Students desire to get 100% on computer games. I find that the weekly computer games (informal assessment) dramatically improve students' weekly test score as all computer games I design are topic related. I hope these formative assessments (games, activities, tasks, worksheets, informal evaluations) can enhance students intrinsic motivation to learn the second language, Chinese.
** Proficiency: what students can DO with the language.
Evidence:
- Formal assessments. (1.Weekly test (writing) 2.Youth Chinese Test (reading & listening) & 3 Mandarin Matrix test (reading & writing )).
- Informal assessments. (games, activities, tasks, worksheets, informal evaluations). (See below.)
weekly_writing_test.pdf | |
File Size: | 5981 kb |
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youth_chinese_test.pdf | |
File Size: | 1124 kb |
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mandarin_matrix_reading_and_writing_test-1.pdf | |
File Size: | 401 kb |
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Youth Chinese Test (Example of listening material)
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Reflection:
- I believe that assessments should be designed in multiple formats of assessments, pre-assessments, formative, and summative assessments, in progressing. I continuously assess students’ learning outcomes and evaluate my teaching effectiveness in order to adjust and improve my goals and objectives. I follow the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines and Utah core standards to make rubrics to assess and evaluate both my students’ learning and my teaching methods.
Informal assessments. (games, activities, tasks, worksheets, informal evaluations).
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Math game:
Three students play together. Two students hold a number card on their head without watching it and the third students add the sum up and say the sum. students who hold the card on their head will need to guess the number on their hand. Student who guess the number on the card first is the winner. |